This 12-step interactive model for adult-education program planning is based on four assumptions: (1) educational programs should focus on what participants actually learn; (2) program development is negotiated among numerous stakeholders; (3) parts of the model should be used only when applicable; and (4) planners should be ethical. (SK)

Discusses elements essential to designing an effective conference--developing a theme, topics, objectives, and determining presentation formats. (JOW)

Parochial school leaders traditionally rise from the ranks of the teaching staff into the principal position, even if unprepared. Through a unique collaborative model, an outside partner and a university developed a program for formally preparing individuals to be Jewish day school leaders. The process of creating this model resulted in a…

As Internet technology encroached on the public school classroom about a decade ago, Kim Ross, superintendent of the Houston School District in Houston, Minnesota, saw an opportunity. At first, he and his administrative team simply wanted to offer students in the district of 1,300 access to more classes via the web than what a district that size…

The conference paper examines West Virginia's process-product model used to develop educational programs for exceptional students (behavior disordered learners and intellectually gifted learners). The background of the program is discussed, and requirements of the state's master plan are outlined. Noted are findings and recommendations of task…

The second of three documents of a project designed to help North Carolina counties plan community based status offender programs presents a general planning model. An overview traces five steps of the planning decision process, from determining the importance of status offender needs to the county to making program funding decisions based on…

This study discusses and evaluates the Phi Delta Kappa (PDK) planning model for goal setting in educational systems by examining the results of its use in five Vermont schools. The findings show a gap between educational realities and the tradition of organizational maintenance and change on which the model is based. Also discussed are studies of…

The paper presents an action-and-decision (left-hemisphere) algorithm as a model for planning by holistic, intuitive (right-hemisphere) managers of service programs, including programs for exceptional children. Because the model is not based upon an established literature in the field of service to exceptional individuals, and because it appears…

The model for career education implementation defines three major functions which constitute the essential elements in the implementation process: planning, implementation, and evaluation. Emphasis is placed on the interrelatedness of implementation to both planning and evaluation of career education. The 11 subsystems involved in implementing…

This document briefly presents the rationale and a description of a K-12 model program designed to demonstrate the practical applications of career education in the State of Delaware. An outline of project activities at all grade levels, the Kent County Vocational-Technical Center programs, and district-wide activities are included. Major…

This study was to evolve a new model for inservice training of teachers and administrators in rural and urban areas of California. Initially, 1,600 individuals were surveyed regarding their inservice activities. The data were then evaluated using "Filep's intersect theory of assessment" which employs an analysis of consensus as well as…

A conceptual framework developed from a review of literature, program planning experiences, and trial and error is presented. The model is presented for discussion. The framework utilizes a simple linear flow of events, which is generally only a forward, sequential flow. Optional routes or phases, and possible recycling routes are given. (CK)

Presents a model detailing issues to be considered when developing a structured group experience to enhance leadership skills in college students; i.e., time constraints, deciding on topics, and individualizing topics. (Author/BH)

Both systematic long-range and annual planning are necessary functions of vocational educator programs. This article describes a model for a cyclical method of organizing for planning which allows the planner to identify and isolate to process components as well as to see their interrelationships. (KP)